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Why: Which One Doesn’t Belong fosters a need to de ne terms carefully and use words precisely (MP6) in order to compare and contrast a group of geometric gures or other mathematical representations.
Launch
Arrange students in groups of 2–4. Display the de nitions for all to see. Give students 1 minute of quiet think time and then time to share their thinking with their small group. In their small groups, ask each student to share their reasoning why a particular item does not belong, and together nd at least one reason each item doesn't belong.
Student Task Statement
Which one doesn’t belong? A.
B. D.
C.
Student Response
for for
for for
Sample responses:
A doesn’t belong because:
• It is the only arithmetic sequence.
• The other sequences only contain positive terms.
B doesn’t belong because:
• It is the only sequence where the terms get closer to 0.
• None of the other sequences have a fraction in the de nition. C doesn’t belong because:
• None of the other sequences are de ned starting from . • It is the only sequence with exponential growth.
D doesn’t belong because:
• All of the other sequences are either geometric or arithmetic.
• It is the only sequence that involves when describing the change from one term to the next. Unit 1 Lesson 6: Representing Sequences
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